You must be a member of our "Writing Lesson of the Month" ning to post. Init was revised to feature a Writer's Notebook pre-writing feature. The intended "mentor text" to be used when teaching this on-line lesson is the picture book Science Verse by Jon Scieszka. Before writing, students should listen to and discuss the writing style of this book's author.
Feel Like Going Home Introductory Exercise This exercise explores song elements and looks closely at the blues song format. Ask students to bring the lyrics of a favorite song to class reminding them beforehand what appropriate and inappropriate choices would be. Start by discussing the lyrical parts of a song: Typically, a song consists of several verses, and the rhyme scheme and rhythm are usually the same from verse to verse.
As you discuss, demonstrate the parts on an overhead projector using a song with which students are familiar.
Once students comprehend the parts, ask them to identify the parts of the song lyrics they brought to class, pointing out that not all songs contain all parts.
Mention that blues songs, like many other songs, conform to standard song structure in some ways while varying in others.
Once the class has heard the entire song, transcribe the lyrics on the board in prose rather than verse form, filling in where student gaps exist. Ask students to label each sentence with a letter, starting with A. Sentences that are the same should have the same letter.
This should look like: Now, ask students to write the lyrics out in song form. Where would the line breaks be? Where would the verse breaks be? The first verse of the final product should look like: Inform students that this format, known as the AAB blues format, is typical of many blues songs.
The first line often presents an idea or issue, the second line repeats it perhaps with a slight variationand the third line develops or resolves the idea presented in the first and second lines.
King performs a song in the AAB format. To illustrate the notion of floating verses, ask students to read the lyrics of two blues songs: Students should identify phrases and lines borrowed from Johnson by James.
Inform them that Johnson borrowed lyrically from others as well. Why would blues singers borrow from one another in this fashion? How might the fact that the blues is based largely on African American oral tradition, in which stories were passed down from generation to generation, have shaped the phrase-borrowing that is so common to the blues?
How do Sam Phillips and Ike Turner view the borrowing of blues music by white artists differently? Why might Turner have been less approving of such borrowing than Phillips? How is this borrowing different from floating verses as previously discussed?
Why might black blues artists in the s not have seen white artists' borrowing as a compliment? Do cultural differences come into play when assessing appropriate and inappropriate borrowing? Conclude this exercise by assigning students to compose an article in the voice of Robert Johnson in which he describes the difference between the practice of floating verse and plagiarism.
Research and Analysis Assign students to research the history of the blues, focusing on both the music from which the blues emerged field hollers, work songs, spirituals, and country string ballads as well as early blues performers. Research should consider the following:Work on the writing traits of organization and idea development in this Six-Trait Writing lesson plan.
Middle schoolers listen to and discuss the writing style of "Casey at the Bat" by Ernest Lawrence Thayer, and write a parody of the. Show the video of the reading of the Declaration of Independence.
Have the student read along with the finished version. Have the students note on the version any observations they made or heard while listening to the Declaration. Beanbag Rhyme Game Back to Rhyme Pre-K Kindergarten Grades 1–3 Source: Aft er reading the book or listening to the song on tape, sing the song together as a group.
2. In the second verse, leave out the last word and instruct children to identify a rhyming word that would complete the verse. Musical Parody Year 7 Lesson 2 Objectives: Develop knowledge of the Musical Parody genre Develop song writing skills Be assessed on a Parody performance Outcomes: Listen to and watch examples of parody and discuss how/why music is used in comedy Create a parody of a popular song Create an understanding of Popular song structure/form Develop lyric writing skills Develop team-working skills.
Lesson Overview: In this language lesson, students analyze stanzas from the most famous baseball poem ever – Thayer's "Casey at the Bat" -- and contrast poet Thayer's point of view with the view of the humorist Garrison Keillor in his parody "Casey at the Bat (Road Game).".
Parody is a funny word! Plan your minute lesson in English / Language Arts or Poetry with helpful tips from Mary Lynch.